La Resolución De Conflictos en La Práctica Deportiva Escolar

Apunts Educación Física y Deportes, 2018

The purpose of this article is to present the barriers and strategies for dialogic conflict resolution in physical education classes obtained via a study financed by the Ministry of Economy and Competitiveness (National RDI Plan SEJ2007-61757) conducted in 6 learning communities in Catalonia and Euskadi (the Basque Country). In the study, a communicative methodology was chosen, and both quantitative and qualitative information-gathering techniques were used. The communicative analysis of the information enabled us to further explore the aspects that either hinder the prevention and resolution of conflicts (exclusionary dimension) or foster understanding and help overcome conflictive situations (transformative dimension). Worth noting is that to prevent and resolve conflicts, spaces and situations should be promoted in which instructors and students can engage in dialogue to reach agreements, with the participation of other community members as well. In physical education classes, this is attained via interactive groups.

International Journal of Physiology, Nutrition and Physical Education, 2021

Secondary schools are a reflection of the society that surrounds them, therefore, conflicts and the techniques for their prevention and resolution must be considered by the teachers. The purpose of this research is to identify variables related to conflict resolution of the physical education (PE) teachers in relation to school coexistence in compulsory secondary education. The participants are 147 instructors of (PE) who are teaching actively in institutions of compulsory secondary education. Participants completed two questionnaires created 'ad hoc' to evaluate the students' problematic behaviors regarding coexistence in these classes. A description was made of the characteristics of the teaching staff and their schools, for which the absolute and relative frequencies were described in the qualitative variables and the mean values and standard deviation were calculated for the quantitative variables. The results of this research provide guidance for the use of different variables of conflict resolution and teacher mediation in secondary schools. The use of conflict resolution techniques by physical education teachers and educational centers could help improve the atmosphere of coexistence and reduce the number of conflictive incidents.

J. Phys. Educ., 2021

Evaluate the student's satisfaction in Physical Education (PE) classes can contribute to help teachers in developing strategies to better planning and get students more motivated. The aim of this study is to describe what students' value most and why in a PE class. It was used a qualitative and descriptive approach of the critical incidents in a PE classroom interviewing 278 Portuguese students. The results reveal in the satisfaction striking moments, playing and compete, getting individually and collective success in a satisfactory class climate. The less welcome striking moments were a mixture of playing, compete and failure. The warmup and negative class climate also were reported as not very gratifying. The fun moments reported were personal realization, pleasure and sharing. The teacher appreciation reveals pedagogical interactions, specific knowledge and personal conduct. The students like PE classes. Planning by the PE teacher should maximize opportunities of enjoyable situations by the students, in order to improve their motivation.

Journal of Physical Education, 1989

The objective of this study was to identify the teaching strategies of Physical Education teachers to thematic the content fights in the school context. In the descriptive study, 77 teachers of Physical Education from state schools of the Greater Florianopolis Region participated. A questionnaire was used in the data collection. The results pointed out the low adherence of teachers in the teaching of the fights, being identified as strategies the teaching centered on the motor exercises, the modalities of fights, the demonstration of techniques, the capoeira and the game. It can be concluded that the teaching of the fights in the investigated context is scarce, since only 18 teachers thematize fights in their classes. One can observe the mediation of the teachers in using their strategies to provide this content to the fights. Concluded that few teachers thematize the content of struggles, since the results presented reveal the scarcity of this thematization, pointing to the distanc...

PODIUM - Revista de Ciencia y Tecnología en la Cultura Física, 2020

The process of school sports initiation in volleyball is a current issue in the field of scientific-educational research, which analyzed in relation to the context and the time in which it takes place, needs to enrich its contents from new pedagogical perspectives. The objective of this work is to characterize the process of school sports initiation of volleyball in the "Ormani Arenado LLonch" EIDE in Pinar del Río. To achieve this goal, methods of the theoretical level (historical-logical, inductivedeductive, modeling, analytical-synthetic) and of the empirical level (documentary review, observation, surveys, interviews) were used to delimit the essences of the object and to scientifically organize the obtaining of the research results. Among the results, there is the systematization carried out that allowed to determine tendencies in the development of the object, to define it and to establish three dimensions for its study (cognitive-procedural, management of the methodological work and axiological) with its respective definitions, to specify strengths and weaknesses that characterize it in the sport institution of reference, as well as the integration of results of the diagnosis in the establishment of its regularities. It is stated that the dimensions of the analyzed variable, in its current state, present affected aspects, understood as challenges that deserve to be treated by the High Performance Methodological Department.

2002

COMPETITION SPORTS FOR CHILDREN AND TEENAGERS: HEALTH OR EXPLOITATION? Author: Souto, Valeska Ilienko Villela Adviser: Dr. Shigunov, Viktor The objective studied for this paper relied on the relationship between competitive sports and its applied methodology for children and teenagers and their participation in sport contests, eventually viewing some transgression concerning the Youth Welfare Decree (Law nr.8069/90). Investigation was executed by focalizing on factors of modality involvement, on notions of the children and youth rights, on family data, information about coaching procedures, besides notes on individual impressions and self-esteem indicators. All the subjects were members of the County of Joinville Sport Foundation Athletics and Swimming teams, in Joinville, Santa Catarina. Therefore, the population sample was constituted by 10 (ten) athletes of each modality, totalizing 20 (twenty), and always considering the participants’ two years sports competition involvement. Th...

1989

Evaluate the student's satisfaction in Physical Education (PE) classes can contribute to help teachers in developing strategies to better planning and get students more motivated. The aim of this study is to describe what students' value most and why in a PE class. It was used a qualitative and descriptive approach of the critical incidents in a PE classroom interviewing 278 Portuguese students. The results reveal in the satisfaction striking moments, playing and compete, getting individually and collective success in a satisfactory class climate. The less welcome striking moments were a mixture of playing, compete and failure. The warmup and negative class climate also were reported as not very gratifying. The fun moments reported were personal realization, pleasure and sharing. The teacher appreciation reveals pedagogical interactions, specific knowledge and personal conduct. The students like PE classes. Planning by the PE teacher should maximize opportunities of enjoyable situations by the students, in order to improve their motivation.

2015

Physical Education has been -and is stilldominated by the behaviorist philosophy’s technical approach to teaching and learning, which focuses on the development of technical skills in isolation from the context in which they unfold, i.e. the game situation. A growing number of scientists and researchers in the field claim that this has resulted in the inability of students to transfer the technical skills in the actual game. Moreover, it has effected reduced participation and alienation of students from physical activity. According to constructivist theory, students come to class with existing conceptions or preconceptions regarding the world around them and, if ignored by the teacher, they are simply suppressed, not eliminated. Also, learning is viewed as a process of changing student preconceptions to meet accepted conceptions in each scientific discipline or, to use the commonly accepted term, as a process of conceptual change. The inducement of cognitive conflict constitutes a c...

Physical Education and Sport Through the Centuries, 2020

Summary Timeliness of this topic is not decreased by the fact that it was a subject of discussion on several symposiums from several aspects the authors opted for. This time, the starting point is the fact that physical education teachers, as a professionally responsible experts in physical education, are obliged to contribute to further discussion on following topics: • Professional understanding of the essence of conceptual and terminological determination of some organizational forms of work in physical education which are implemented as leisure activities and competitions and their relation to what is called school sport or sport activities in the school • Planned and organized orientation of leisure activities and competition functions towards implementation of the common physical education goal. • Compared to the current curricula or sport orientation, what is the scale of educational features of these forms (leisure activities and competitions), which trendier in the practice...

2012

Introduction. Emotions have not been regarded as very relevant in educational processes, despite early sociologists underlining the importance of feelings in education. The focus of this research is on the teaching of Physical Education at the Primary School level in Spain. Method. We reflect on the importance of emotions in education from the sociological perspective and present a case study which examines the development of Physical Education through play in centres of primary education. In doing this, we have combined the use of participant observation and sociograms within an ethnographic framework. Results.Through our research, we demonstrate how, by working on emotions in the teaching of Physical Education, we can make a positive contribution to socialisation. Conclusion.This is possible because it is easier to develop positive emotions-and more effectively channel and constrain negative emotions-when we handle situations of cooperation and competition within a privileged socializing framework such as play.